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Journal articles on the topic 'School'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 October 2024

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1

Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools." Journal of Advanced Research in English & Education 03, no. 04 (January 19, 2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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2

Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.

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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1111/j.1467-9620.2004.00424.x.

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4

Ali, Niaz, Sailesh Sharma, and Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN." Malaysian Online Journal of Educational Management 4, no. 4 (September 30, 2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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5

Mackay, Barbara. "New to school: Supporting secondary school students who move schools during the school year." New Zealand Journal of Counselling 38, no. 1 (January 1, 2018): 22–38. http://dx.doi.org/10.24135/nzjc.v38i1.221.

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School mobility is a widespread problem in the student population of New Zealand secondary schools. It is an ongoing concern for schools, teachers, families, communities, and for students themselves. This article explores the reasons for the movement of secondary school students who change schools frequently. An understanding of the factors influencing this mobility is vital for school counsellors and others involved in pastoral care, because of the potentially related difficulties that may develop. Students may have varied and complex needs and the professionals involved will be better equipped and more responsive if they have this knowledge and understanding. Working with the pastoral care network, teaching staff, and the wider school community, school counsellors can have a further role in advocating for these students. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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6

Malik, Muhammad Irfan, Muhammad Akram, and Abdul Hameed Qamar. "Effect of School Climate on School Performance at Secondary School Level." Global Educational Studies Review VIII, no. I (March 30, 2023): 154–67. http://dx.doi.org/10.31703/gesr.2023(viii-i).14.

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The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling technique who evaluated their head teachers’ performance on quality practices of school climate on Head Teacher Effectiveness Questionnaire adopted for this study. For school performance, scores of student achievement were collected from their institutions along with the data on school performance questionnaire that included factors related to the teacher presence, school cleanliness, functioning of the facilities, and student presence. The data were obtained by reports of monthly visits collected through the evaluation teams of the districts authorities. The study explored that head of the institutions developed school climate effectively, and excellent level of schools performance was also found. The study found reasonable relationship between school climate and performance of schools (r=.57), and 32% variance in performance of school could be explained through school climate. The study also added that climate of school might be evaluated by using these quality practices of head teachers.

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7

Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis, and Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools." Research and Practice for Persons with Severe Disabilities 40, no. 3 (September 2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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8

Ahtola, Annarilla, and Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology." International Journal of School & Educational Psychology 2, no. 2 (April 3, 2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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9

Granvik Saminathen, Maria, Sara Brolin Låftman, Ylva B. Almquist, and Bitte Modin. "Effective schools, school segregation, and the link with school achievement." School Effectiveness and School Improvement 29, no. 3 (May 9, 2018): 464–84. http://dx.doi.org/10.1080/09243453.2018.1470988.

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10

Gadoh, Golden. "School identification and school burnout among high school students in faith-based schools in Malaysia." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1582–98. http://dx.doi.org/10.35974/isc.v7i1.1699.

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School identification is defined as the sense of belongingness in a school, which means valuing school and school-related outcomes. Failure to identify with school relates to school withdrawal. Therefore, studies suggest that school makes the effort of increasing student identification. On the other hand, school burnout refers to students fatigue due to excessive academic demands. School burnout relates to absenteeism, low motivation, low achievement, and school dropouts. Schools should, therefore, address school burnout for the benefit of the students. This descriptive quantitative study aimed at analyzing and describing the school identification and school burnout among students of three faith-based high schools in eastern states of Malaysia—Sabah, and Sarawak. Correlation between school identification and school burnout was also investigated along with their effect size. The subjects were 230 students of Form Four and Five, who were studying in the academic year of 2019. This study employed two research instruments. School identification was measured using Identification with School Questionnaire (ISQ) which was developed by K. Voelkl. School burnout was measured using School Burnout Inventory (SBI) developed by K. Salmero-Aro, N. Kiuru, E. Leskinen, and J. Nurmi. The instruments consisted of 7 demographics and 25 Likert scale items. Questionnaires were translated into Bahasa Melayu. For the correlation, data analysis was conducted using Pearson Product Moment Correlation Coefficient (Pearson’s r). Both statistical analysis, descriptive and inferential, were processed using SPSS. The result also supports previous findings on gender differences in school burnout and school identification. Pearson r test on the data for student burnout and student identification suggest a correlation. Findings suggested a couple of pointers at the disposal of school administration to increase student’s school identification. Keywords: school burnout; school identification; faith-based, high school

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11

Ertan Kantos, Züleyha. "Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School." Shanlax International Journal of Education 11, no. 4 (September 1, 2023): 85–93. http://dx.doi.org/10.34293/education.v11i4.6640.

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This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students’ schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to reflect the views of students from different sampling areas and purposeful sampling methods. The study group consisted of students from an Anatolian High School and a Vocational High School in Ankara in the 2016-2017 academic year. The research was conducted with a total of two hundred students, one hundred from each high school. It was found that the students in both groups perceived the school with supervision and rules.

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Musipeu, Assistant Joël Mukasa. "Evaluation of School Learning in Schools in the Rural Community of Luiza. (Case of LA Grace School Complex)." International Journal of Research Publication and Reviews 5, no. 7 (July 2024): 4849–59. http://dx.doi.org/10.55248/gengpi.5.0724.2012.

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13

Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (July 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.

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14

Coverdale, Peter. "Extended Schools and School Nursing." British Journal of School Nursing 2, no. 4 (July 2007): 153–55. http://dx.doi.org/10.12968/bjsn.2007.2.4.24119.

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15

Aerts, Saskia, Mieke Van Houtte, Alexis Dewaele, Nele Cox, and John Vincke. "School Motivation in Secondary Schools." Youth & Society 47, no. 3 (December 12, 2012): 412–37. http://dx.doi.org/10.1177/0044118x12467657.

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16

Braden, Jennifer S., Eleanor DiMarino-Linnen, and Thomas L. Good. "Schools, Society, and School Psychologists." Journal of School Psychology 39, no. 2 (March 2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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17

Frisby, Craig L. "Charter Schools and School Psychology." Contemporary School Psychology 24, no. 4 (February 27, 2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

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18

Pistilli, José Carlos Teixeira, and Tamara Tania Cohen Egler. "SCHOOLS, DISCRIMINATION AND SCHOOL PERFORMANCE." International Journal of Human Sciences Research 3, no. 26 (August 2, 2023): 2–10. http://dx.doi.org/10.22533/at.ed.5583262301089.

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19

Kowalski, Monica J., Julie W. Dallavis, Stephen M. Ponisciak, and Gina Svarovsky. "Measuring Students’ Sense of School Catholic Identity." Journal of Catholic Education 26, no. 1 (April 2023): 83–101. http://dx.doi.org/10.15365/joce.2601052023.

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As a ministry of the Catholic Church, Catholic schools are charged with educating students’ hearts and minds. Multiple standardized academic tests and other student assessments are available for monitoring both student and teacher outcomes in Catholic schools, but fewer measures exist for considering the school’s faith-related mission. Although tests of student religious knowledge and benchmarks related to specific Catholic elements of the school are available, we do not yet have a robust set of instruments that provide teachers and leaders an understanding of their progress in providing a school environment permeated by Catholic culture and faith. To consider how students in Catholic schools perceive the Catholicity of their school and how these perceptions vary among different student groups, we developed, piloted, and validated the Sense of School Catholic Identity Survey (SSCI). This 20-item survey measures Grade 5 through 8 students’ perceptions of their Catholic school as personal and invitational, sacramental, unitive, and eucharistic. Findings from the pilot study suggest that responses differ by student grade level, religious tradition, and gender. Future testing of the scale will examine school-level differences in Catholic identity.

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20

Kelly, Sean, and Richard Majerus. "School-to-School Variation in Disciplined Inquiry." Urban Education 46, no. 6 (August 11, 2011): 1553–83. http://dx.doi.org/10.1177/0042085911413151.

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In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and Gamoran, we examine whether variation in observable indicators of school quality correspond to real differences in instruction between schools. Consistent with the large body of research on school effects we find very modest school-level variation in the prevalence of disciplined inquiry.

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21

Haynes, Norris M. "Creating Safe and Caring School Communities: Comer School Development Program Schools." Journal of Negro Education 65, no. 3 (1996): 308. http://dx.doi.org/10.2307/2967347.

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22

Stefkovich, Jacqueline A., and Gloria J. Guba. "School Violence, School Reform, and the Fourth Amendment in Public Schools." International Journal of Educational Reform 7, no. 3 (July 1998): 217–25. http://dx.doi.org/10.1177/105678799800700302.

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23

Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School Innovativeness as Predictors of School Performance in Malaysian Primary Schools." Journal of ICT In Education 8, no. 2 (August 25, 2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.

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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National schools and National Type Chinese schools based on teacher’s perception. Apart from that, the result also showed that teachers perceived school innovativeness significantly predict the school performance. With the result obtained, this study proposed some recommendations to the ministry, policy makers as well as researchers to improve school performance in Malaysian primary schools.

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Hart, Cassandra M. D., and David N. Figlio. "School Accountability and School Choice: Effects on Student Selection across Schools." National Tax Journal 68, no. 3S (July 2015): 875–900. http://dx.doi.org/10.17310/ntj.2015.3s.07.

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Kristen, C. "Primary School Choice and Ethnic School Segregation in German Elementary Schools." European Sociological Review 24, no. 4 (May 21, 2008): 495–510. http://dx.doi.org/10.1093/esr/jcn015.

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Abd-Rabo, Aysha Mohammad Qasem, and Sherine Adnan Ismail Hashaikeh. "Assessing School Principals' Perceptions of School Effectiveness in the Palestinian Schools." Universal Journal of Educational Research 8, no. 11 (October 2020): 5536–46. http://dx.doi.org/10.13189/ujer.2020.081157.

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Day, Jack K., Amaya Perez-Brumer, and Stephen T. Russell. "Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate." Journal of Youth and Adolescence 47, no. 8 (June 1, 2018): 1731–42. http://dx.doi.org/10.1007/s10964-018-0866-x.

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28

Muijs, Daniel. "New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools." Journal of Educational Change 7, no. 3 (August 25, 2006): 141–60. http://dx.doi.org/10.1007/s10833-006-0002-7.

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Alexander, Bree. "Public School Trauma Intervention for School Shootings: A National Survey of School Leaders." International Journal of Environmental Research and Public Health 18, no. 15 (July 21, 2021): 7727. http://dx.doi.org/10.3390/ijerph18157727.

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Trauma intervention in United States’ (U.S.) public schools is varied. The occurrence of public-school shootings across the U.S. elicits questions related to how public schools currently address and provide resources related to trauma for employees and students. A randomized, national survey of public-school teachers, guidance counselors, and administrators was conducted to gather information on public-school preparedness for response to trauma. Findings indicated that only 16.9% of respondents indicated their schools have trauma or crisis plans that address issues related to school shootings. Furthermore, public schools use a variety of strategies to address trauma, but teachers, guidance counselors, and administrators were often unsure about the effectiveness of these trauma interventions in the event of school shootings. Implications for findings suggest methods to enhance next steps in the area of trauma response to school shootings.

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

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Alexander, Monique, and Vanessa A. Massaro. "School deserts: Visualizing the death of the neighborhood school." Policy Futures in Education 18, no. 6 (September 2020): 787–805. http://dx.doi.org/10.1177/1478210320951063.

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The purported purpose of school choice policies is to increase students’ access to “good schools.” There is little discussion, however, of where those good schools are located, nor of the ways in which the distribution of good schools mirrors broader patterns of uneven development in the United States. Given that schools are neighborhood assets and that the distance which students travel to get to school affects their success, the locations of schools matter tremendously and are inextricable from questions of social and spatial justice. We introduce and argue for the explicit use of the term “school desert” as a way for scholars to understand and describe the spatial injustice of school closures and for activists to argue the importance of effective local schools. Spatial visualization and rendering of social problems is an invaluable strategy for effecting policy change. As cities move increasingly to a “de-spatialized” geography of schooling where catchment zones are less determinate of where a student attends school, it is important to consider where the desirable schools are and where they are not. A more nuanced visualization of school locations than neighborhood demographics offers a new lens through which to examine the (un)intended effects of school closures on students, communities, and development. Using Pennsylvania as a case study, we use a geographic information system (GIS) to evaluate the broader reverberations of school choice policies and determine who, demographically, has access to high-quality schools. In light of this research, we also propose an innovative analytic and methodology that describes the educational inequity which is caused by spatial relationships between students’ homes and high-quality schooling. Through the concept of a school desert we explore the (un)intended spatial implications of school closures. School deserts occur as a result of school choice policies that justify school closures. Closures and the location of good schools are geographically uneven, tempered by the federal and local policies that ensure income and racial segregation in US housing. Our analysis of Pennsylvania reveals the uneven distribution of access to good schools in the same way that mapping food deserts displays how market forces have failed to evenly distribute quality food. We find that areas with high-quality schools are significantly wealthier and whiter than school deserts, a conclusion which mirrors those concerning other low-quality neighborhood assets. School deserts as a methodology demonstrate that if students do not have geographic access to good schools, then school choice policies do not, in fact, offer choice.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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OZGENEL, Mustafa, Filiz CALISKAN YILMAZ,, and Feyza BAYDAR. "School Climate as a Predictor of Secondary School Students’ School Attachment." Eurasian Journal of Educational Research 18, no. 78 (November 29, 2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.78.5.

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35

Northrop, Laura, and Sean Kelly. "AYP Status, Urbanicity, and Sector: School-to-School Variation in Instruction." Urban Education 53, no. 5 (December 16, 2015): 591–620. http://dx.doi.org/10.1177/0042085915618710.

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This study investigates whether adequate yearly progress (AYP) status, locale, and sector—common variables used to judge the quality of schools—accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics, we find that there is no difference in the use of developmental instruction between schools that make AYP and schools that do not, urban and nonurban schools, and public and private schools.

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Conger, Dylan. "Within-School Segregation in an Urban School District." Educational Evaluation and Policy Analysis 27, no. 3 (September 2005): 225–44. http://dx.doi.org/10.3102/01623737027003225.

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This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Within-school segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and Hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s.

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Untari, Dwi, and Tri Wahyu Retno Ningsih. "School Committee Communication Patterns in Actualize School Programs in Public High Schools." International Journal of Multicultural and Multireligious Understanding 11, no. 3 (March 7, 2024): 158. http://dx.doi.org/10.18415/ijmmu.v11i3.5558.

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The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can support school programs. Therefore, the school committee needs to have good communication in its internal scope to support school programs. The purpose of this study was to analyze the school committee communication patterns in actualizing school programs in public high schools. This study used the descriptive qualitative method. The results showed that the star communication pattern was the most widely used by the school committee in discussing school programs that would be supported by the school committee. The form of communication that is carried out is mostly using WhatsApp media to interact. Communication barriers in realizing school programs are limited funds, still lack care for parents, and parents' mindsets. It can be concluded that all communication patterns can be used by the school committee depending on the situation and conditions. This study recommends the same research on the communication patterns of school committees other than in public schools.

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Le Thuc Anh. "Developing a School Counseling Competency Framework for Primary School Teachers." Tuijin Jishu/Journal of Propulsion Technology 45, no. 01 (January 15, 2024): 1222–29. http://dx.doi.org/10.52783/tjjpt.v45.i01.4189.

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The school counseling competency framework is a tool to develop teachers doing the school psychology counseling work in primary schools, which is extremely necessary, especially when schools in Vietnam are currently not having the official title for that job. The article proposes a framework of school counseling competency for primary school teachers with 5 elements rated at levels 1,2,3 including: 1/ Teachers' cognitive competency of psychology counseling activities for primary school students. 2/ Ability to understand the physiological characteristics of primary school students and the difficulties of students in school life. 3/ Ability to develop school psychological counseling plans for primary school students. 4/ Ability to design, select, and implement school psychology counseling topics for primary school students. 5/ Ability to coordinate family and community in school psychological counseling for primary school students. The competency framework can be used to improve the quality of teachers working in school counseling in primary schools

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Fitriani, Somariah, and Istaryatiningtias Istaryatiningtias. "Promoting child-friendly school model through school committee as parents’ participation." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1025. http://dx.doi.org/10.11591/ijere.v9i4.20615.

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<p>The study intended to elaborate on the role of the school committee in addressing and promoting the implementation of the child-friendly school model to create a positive school climate and atmosphere. This qualitative approach research adopted a comparative case study since two primary schools become a unit of research analysis. Two primary schools, a public and private primary school in which both of them are located in Jakarta as a study site. The researchers obtained the data through observation, interviews, and document analysis. The research has revealed that the school committees, both in public and private schools, bring a vital contribution to help the schools in terms of supporting and controlling the implementation of the child-friendly school model with several different perspectives. The participation of the school committee is highly needed in monitoring the activity of the learning process toward the quality of school life and in bridging the communication between schools and students' parents, particularly in promoting the model of child-friendly school.</p>

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이아롬, 이현정, Bongju Park, and 김세창. "Effects of School Forest on Middle Schools Students’ Satisfaction with School Landscaping." Journal of Korean institute of Forest Recreation 16, no. 3 (September 2012): 73–79. http://dx.doi.org/10.34272/forest.2012.16.3.008.

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Olson, Timothy, Callie Hegbloom, and Cate A. Egan. "Whole School Approach: Connecting Schools to Community Resources to Enhance School Health." Journal of Physical Education, Recreation & Dance 92, no. 3 (March 24, 2021): 5–12. http://dx.doi.org/10.1080/07303084.2020.1866721.

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ISMAİL, Mamdooha, Ali KHATİBİ, and S. M. Ferdous AZAM. "Impact of School Culture on School Effectiveness in Government Schools in Maldives." Participatory Educational Research 9, no. 2 (March 1, 2022): 261–79. http://dx.doi.org/10.17275/per.22.39.9.2.

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Cannon, Susanne E., Bartley R. Danielsen, and David M. Harrison. "School Vouchers and Home Prices: Premiums in School Districts Lacking Public Schools." Journal of Housing Research 24, no. 1 (January 1, 2015): 1–20. http://dx.doi.org/10.1080/10835547.2015.12092093.

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Simcox, April, Karen Nuijens, and Courtland Lee. "School Counselors and School Psychologists: Collaborative Partners in Promoting Culturally Competent Schools." Professional School Counseling 9, no. 4 (April 2006): 272–77. http://dx.doi.org/10.5330/prsc.9.4.u8x6jh4gk6h77858.

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Hofman, Roelande H., and Adriaan Hofman. "SCHOOL CHOICE, RELIGIOUS TRADITIONS AND SCHOOL EFFECTIVENESS IN PUBLIC AND PRIVATE SCHOOLS." International Journal of Education and Religion 2, no. 1 (July 24, 2001): 144–64. http://dx.doi.org/10.1163/1570-0623-90000035.

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The article analyses the Dutch paradox of an education system that includes a large proportion of private religious schools in one of the most highly secularized of Western societies. Using a three - factor model of school choice, the authors analyze the most important motives for parental school choice and try to answer the question of why so many Dutch children from secularized families still attend private religious schools. Reasons for unconventional school choice and reflections of religious traditions within the schools are addressed as possible explanations for the Dutch paradox. The importance of school effectiveness is examined as a motive for school choice, along with factors contributing to effectiveness of public and private schools.

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Meyer-Adams, N., and B. T. Conner. "School Violence: Bullying Behaviors and the Psychosocial School Environment in Middle Schools." Children & Schools 30, no. 4 (October 1, 2008): 211–21. http://dx.doi.org/10.1093/cs/30.4.211.

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Simcox, April G., Karen L. Nuijens, and Courtland C. Lee. "School Counselors and School Psychologists: Collaborative Partners in Promoting Culturally Competent Schools." Professional School Counseling 9, no. 4 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900414.

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Culturally competent schools are successful in both meeting the challenges and seizing the opportunities associated with multiculturalism and diversity. This article explores collaboration between school counselors and school psychologists for promoting such schools. The complementary nature of the roles of these professionals emerging from educational reform and accountability initiatives is discussed first. The article then offers a model of collaboration between school counselors and school psychologists for promoting culturally competent, academically successful schools.

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Almadwah, Kadhim Jawad Awad, Firas Abdulkader Jassim, Hajer Salim Issa, and Luay Abdulwahid Shihab. "SCHOOL PHOBIA AMONG PRIMARY SCHOOL PUPILS AT ABU-ALKASSEB SCHOOLS IN BASRAH." International Journal of Education and Social Science Research 06, no. 05 (2023): 01–12. http://dx.doi.org/10.37500/ijessr.2023.6501.

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The project Implemented In the College of Nursing - University of Basra at A bu Al Khassib area schools study starts from November2021 to date1 April 2022. The investigated the factors the induce phobia in primary school pupils. 25 male and 25 female pupils participated the questionnaire. The results of the present study showed that 80% of female pupils and 4% of male feel distressed because of the approaching school year due to different reasons and 68% of female and 52 of male pupils feel fear towards his or her family. And 36% of male and 64of female motivates you to get a better grade in the exam.as well as the results showed that that 92 % of male and 56 & of female fear from fall in test The data showed that 84% of female and 52% of male afraid of the principal entering the classroom, 40 % of male fear from punish if he were while 72 % of female will not and 96 %of male were urinated afraid of the principal entering the classroom while female will not. The study recommended a set of recommendations to students' families to reduce school phobia.

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Belagavi, Dayanand. "A Descriptive Study to Assess the Knowledge of School Teachers Regarding School Health Programme in Selected Rural Schools of Waghodia." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 25, 2020): 6868–72. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020681.

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Shivendra Pratap Singh, Shivendra Pratap Singh, and Dr Ali Imam Dr. Ali Imam. "Effect of Gender, Participation in Extracurricular Activities, Location of Schools and School Resources on Mathematics Achievement of Secondary School Students." International Journal of Scientific Research 2, no. 7 (June 1, 2012): 124–28. http://dx.doi.org/10.15373/22778179/july2013/43.

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